Chapter 1 Introduction
4.4 Predictors for Web 2.0 technology acceptance and intention to use
4.4.4 Stepwise method
Table 4.29: Model summary (Stepwise method)
In Model 1 technology knowledge predicted 71.8% of variance of teachers’ intention to use Web 2.0 tools in their professional practice. In Model 2 the combined effect of the two predictors technology knowledge and technology pedagogy knowledge raised the variance of teachers’ intention to use Web 2.0 tools in their professional practice from 72.0% to 76.0%, technology pedagogy knowledge accounting for an increase of 4.2% prediction. In Model 3 the three predictors technology knowledge, technology pedagogy knowledge and ease of use accounted for 79.6% variance of prediction, the third predictor accounting for an increase of 3.6% prediction. In Model 4 the four predictors technology knowledge, technology pedagogy knowledge, ease of use and facilitating conditions accounted for 82.7% variance of prediction, the fourth predictor accounting for an increase of 3.1%
prediction. In Model 5 the five predictors technology knowledge, technology pedagogy knowledge, ease of use, facilitating conditions and perceived usefulness accounted for 84.6% variance of prediction, the fifth predictor accounting for an increase of 2.9%
prediction.
The Stepwise regression has shown that the five predictors technology knowledge, technology pedagogy knowledge, Ease of Use, facilitating conditions and perceived usefulness accounted for 72.0% ,4.2%, 3.6%, 3.1% and 2.9% respectively variance to teachers’ intention to use Web 2.0 tools.
R Square
Change F Change df1 df2
Sig. F Change
1 .848a .720 .718 .41194 .720 472.762 1 184 .000
2 .873b .763 .760 .38004 .043 33.179 1 183 .000
3 .894c .799 .796 .35081 .036 32.765 1 182 .000
4 .911d .830 .827 .32309 .031 33.572 1 181 .000
5 .922e .850 .846 .30426 .020 24.094 1 180 .000 1.832
Model R R Square
Adjusted R Square
Std.
Error of the Estimate
Change Statistics
Durbin- Watson
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Table 4.30: Summary of multiple regression analysis (Stepwise method)
Model Unstandardize
d coefficients
Standardized coefficients
t sig Collinearity statistics
B Std.
Error
Beta tolerance VIF
1
2
3
4
5
(Constant) Factor 5: TK
(technology knowledge) (Constant)
Factor 5: TK
(technology knowledge) Factor 2: TPK(
technology pedagogy knowledge)
(Constant)
Factor5: TK (technology knowledge)
Factor2: TPK
(technology pedagogy knowledge)
Factor3: EU( ease of use)
(Constant) Factor 5: TK
(technology knowledge) Factor2: TPK (
technology pedagogy knowledge)
Factor 3:EU ( ease of use)
Factor 1: FC (facilitating conditions)
(Constant) Factor 5: TK(
technology knowledge) Factor 2: TPK(
technology pedagogy knowledge)
Factor 3: EU (ease of use)
Factor1:FC (facilitating conditions)
Factor4 : PU( perceived usefulness)
3.602 .659
3.602 .659
.161
3.602 .659
.161 .148 3.602 .659 .161
.148 .138 3.602 .659 .161 .148 .138 .110
.030 .030
.028 .028
0.28
.026 .026
.026 .026 .024 .024 .024
.024 .024 .022 .022 .022 .022 .022 .022
.848
.848
.207
.848
.207 .190
.848 .207
.190 .177
.848 .207 .190 .177 .141
119.258 21.743
129.266 23.568
5.760
140.036 25.531
6.240 5.724 152.052 27.722 6.775
6.215 5.724 161.461 29.438 7.195 6.600 6.153 4.909
.000 .000
.000 .000
.000
.000 .000
.000 .000 .000 .000 .000
.000 .000 .000 .000 .000 .000 .000 .000
1.000 1.000
1.000 1.000
1.000 1.000
1.000 1.000
1.000 1.000
1.000 1.000
1.000 1.000
1.000 1.000
1.000 1.000
1.000 1.000
1.000 1.000
1.000 1.000
1.000 1.000
1.000 1.000
1.000 1.000
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4.5 Relationship between the UTAUT constructs and the TPACK constructs
The UTAUT is about technology acceptance and use of technology while the TPACK is about technology, pedagogy and content knowledge. The researcher has used Pearson’s coefficient of correlation to find a statistically significant relationship between the UTAUT constructs and the TPACK constructs.
There was no significant relationship between the UTAUT constructs (perfomance expectation, effort expectation, social influence and facilitating conditions) and the TPACK constructs content knowledge and PK.
131
Table 4.31: Correlation of performance expectancy and the TPACK constructs
TK1 TK2 TK3 TK4 TPK1 TPK2 TPK3 PCK1 PCK2 TCK1 TCK2 TPACK1 TPACK2
PE1 Pearson Correlation .232** .133 .169* .136 .323** .308** .265** .272** .185* .222** .142 .142 .119
Sig. (2-tailed) .001 .071 .021 .065 .000 .000 .000 .000 .011 .002 .054 .053 .106
N 186 186 186 186 186 186 186 186 186 186 186 186 186
PE2 Pearson Correlation .248** .192** .178* .205** .426** .413** .359** .336** .270** .319** .183* .229** .136
Sig. (2-tailed) .001 .008 .015 .005 .000 .000 .000 .000 .000 .000 .012 .002 .063
N 186 186 186 186 186 186 186 186 186 186 186 186 186
PE3 Pearson Correlation .194** .105 .100 .008 .351** .380** .416** .307** .221** .337** .212** .233** .158*
Sig. (2-tailed) .008 .154 .175 .915 .000 .000 .000 .000 .002 .000 .004 .001 .032
N 186 186 186 186 186 186 186 186 186 186 186 186 186
PE4 Pearson Correlation .048 .138 .180* .246** .254** .250** .190** .248** .126 .228** .298** .251** .219**
Sig. (2-tailed) .518 .060 .014 .001 .000 .001 .009 .001 .086 .002 .000 .001 .003
N 186 186 186 186 186 186 186 186 186 186 186 186 186
132
TK1 TK2 TK3 TK4 TPK1 TPK2 TPK3 PCK1 PCK2 TCK1 TCK2 TPACK1 TPACK2
PE5 Pearson Correlation .096 .185* .238** .229** .426** .412** .296** .351** .273** .325** .296** .253** .301**
Sig. (2-tailed) .193 .011 .001 .002 .000 .000 .000 .000 .000 .000 .000 .000 .000
N 186 186 186 186 186 186 186 186 186 186 186 186 186
PE6 Pearson Correlation .132 .279** .393** .264** .384** .400** .302** .341** .326** .419** .407** .374** .378**
Sig. (2-tailed) .072 .000 .000 .000 .000 .000 .000 .000 .000 .000 .000 .000 .000
N 186 186 186 186 186 186 186 186 186 186 186 186 186
PE7 Pearson Correlation .257** .155* .182* .182* .337** .336** .325** .331** .239** .284** .250** .346** .312**
Sig. (2-tailed) .000 .035 .013 .013 .000 .000 .000 .000 .001 .000 .001 .000 .000
N 186 186 186 186 186 186 186 186 186 186 186 186 186
As can be seen in Table 4.31 not all the performance expectancy (PE1 to PE7) constructs had a significant relationship with Technology knowledge. However, all these constructs (PE1 to PE7) appears to correlate with technology pedagogy knowledge, PCK, technological content knowledge and TPACK.
133
Table 4.32: Correlation of effort expectancy and the TPACK constructs
As shown in Table 4.32, all the constructs of effort expectancy seem to correlate with all the TPACK constructs except for content knowledge and pedagogical knowledge.
Social influence has little correlation with technology knowledge and technology pedagogy knowledge.
Table 4.33: Correlation of social influence and the TPACK constructs
TK1 TK2 TK3 TK4 TPK1 TPK2 TPK3 PCK1 PCK2 TCK1 TCK2 TPACK1 TPACK2
EE1
Pearson Correlati on
.240** .198** .238** .248** .240** .234** .235** .248** .191** .221** .281** .388** .242**
Sig. (2-
tailed) 0.001 0.007 0.001 0.001 0.001 0.001 0.001 0.001 0.009 0.002 0 0 0.001
N 186 186 186 186 186 186 186 186 186 186 186 186 186
EE2
Pearson Correlati on
.276** .298** .262** .183* .318** .328** .287** .284** .219** .305** .241** .438** .272**
Sig. (2-
tailed) 0 0 0 0.013 0 0 0 0 0.003 0 0.001 0 0
N 186 186 186 186 186 186 186 186 186 186 186 186 186
EE3
Pearson Correlati on
.327** .235** .230** .221** .212** .167* .175* .227** .170* .267** .395** .531** .302**
Sig. (2-
tailed) 0 0.001 0.002 0.002 0.004 0.023 0.017 0.002 0.021 0 0 0 0
N 186 186 186 186 186 186 186 186 186 186 186 186 186
EE4
Pearson Correlati on
.235** .262** .222** .195** .233** .227** 0.133 .263** .239** .327** .429** .500** .313**
Sig. (2-
tailed) 0.001 0 0.002 0.008 0.001 0.002 0.07 0 0.001 0 0 0 0
N 186 186 186 186 186 186 186 186 186 186 186 186 186
EE5
Pearson Correlati on
.280** .303** .210** .310** .188* .182* 0.13 .244** .152* .314** .384** .412** .218**
Sig. (2-
tailed) 0 0 0.004 0 0.01 0.013 0.076 0.001 0.038 0 0 0 0.003
N 186 186 186 186 186 186 186 186 186 186 186 186 186
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TK1 TK2 TK3 TK4 TPK1 TPK2 TPK3 PCK1 PCK2 TCK1 TCK2 TPACK1 TPACK2
SI1 Pearson
Correlation 0.13 .206** .275** .189** .169* .219** .206** 0.088 0.033 0.09 0.134 0.134 0.109 Sig. (2-
tailed) 0.077 0.005 0 0.01 0.021 0.003 0.005 0.23 0.654 0.222 0.069 0.068 0.137
N 186 186 186 186 186 186 186 186 186 186 186 186 186
SI2 Pearson
Correlation 0.13 .182* .215** .177* .193** .196** .179* .145* 0.088 0.109 .158* .192** .200**
Sig. (2-
tailed) 0.077 0.013 0.003 0.016 0.008 0.007 0.014 0.048 0.231 0.139 0.031 0.009 0.006
N 186 186 186 186 186 186 186 186 186 186 186 186 186
135
Table 4.34: Correlation of facilitating conditions and the TPACK constructs
Only the construct Technology Knowledge appears to have some significant correlation with facilitating conditions of the UTAUT construct.
TK1 TK2 TK3 TK4 TPK1 TPK2 TPK3 PCK1 PCK2 TCK1 TCK2 TPACK1 TPACK2
FC1 Pearson
Correlation 0.023 .258** .393** .279** .179* .163* 0.114 0.03 0.089 0.074 .172* 0.087 0.113 Sig. (2-
tailed) 0.75 0 0 0 0.014 0.026 0.123 0.684 0.227 0.318 0.019 0.237 0.124
N 186 186 186 186 186 186 186 186 186 186 186 186 186
FC2 Pearson
Correlation 0.052 .312** .337** .274** .195** .189** .176* 0.116 0.136 .165* .187* 0.098 .175* Sig. (2-
tailed) 0.48 0 0 0 0.008 0.01 0.016 0.115 0.065 0.024 0.011 0.182 0.017
N 186 186 186 186 186 186 186 186 186 186 186 186 186
FC3 Pearson
Correlation 0.011 .333** .353** .335** .155* .163* 0.138 0.043 0.097 .157* .205** 0.126 .179*
Sig. (2-
tailed) 0.878 0 0 0 0.035 0.026 0.06 0.563 0.189 0.032 0.005 0.085 0.014
N 186 186 186 186 186 186 186 186 186 186 186 186 186
FC4 Pearson
Correlation 0.017 .296** .364** .283** .155* .154* 0.112 -0.01 0.063 0.129 .176* 0.098 0.139 Sig. (2-
tailed) 0.822 0 0 0 0.034 0.036 0.127 0.856 0.393 0.079 0.017 0.184 0.058
N 186 186 186 186 186 186 186 186 186 186 186 186 186
FC5 Pearson
Correlation 0.117 .282** .367** .221** 0.123 .145* 0.109 0.065 0.07 0.092 0.126 0.087 .144* Sig. (2-
tailed) 0.113 0 0 0.002 0.094 0.049 0.139 0.379 0.341 0.209 0.087 0.237 0.05
N 186 186 186 186 186 186 186 186 186 186 186 186 186
FC6 Pearson
Correlation 0.096 .220** .310** .207** .321** .304** .290** .210** 0.139 .240** .180* 0.131 .210**
Sig. (2-
tailed) 0.194 0.003 0 0.005 0 0 0 0.004 0.058 0.001 0.014 0.074 0.004
N 186 186 186 186 186 186 186 186 186 186 186 186 186
136
Table 4.35: Correlation of intention to use and the TPACK constructs
The construct intention to use seem to correlate mostly with technology knowledge and technology pedagogy knowledge.
The data analysis has shown that there was no significant relationship between the UTAUT constructs (perfomance expectation, effort expectation, social influence and facilitating conditions) and the TPACK constructs content knowledge and pedagogy knowledge. This might be due to the fact that these two constructs do not have a technology component.
All the Performance Expectancy (PE1 to PE7) constructs and effort expectancy (EE1 to EE5) had a significant relationship with all the TPACK constructs (technology knowledge, technology pedagogy knowledge, PCK, technological content knowledge and TPACK) except for content knowledge and PK. A surprising finding was the association between performance expectancy and PCK and effort expectancy and PCK. PCK is only about pedagogy and content knowledge and has no technology component. One explanation could be that the participants have already acquired this type of knowledge since the participants are in-service teachers. The participants who reported having higher levels of PCK might be more
TK1 TK2 TK3 TK4 TPK1 TPK2 TPK3 PCK1 PCK2 TCK1 TCK2 TPACK1 TPACK2
BI1 Pearson
Correlation .146* .339**.389**.285**.399**.358**.311**.164* .186* .193** 0.015 0.104 .183* Sig. (2-tailed) 0.047 0 0 0 0 0 0 0.026 0.011 0.008 0.837 0.157 0.012
N 186 186 186 186 186 186 186 186 186 186 186 186 186
BI2 Pearson
Correlation .157* .327**.368**.266**.426**.367**.336**.237**.208**.195** 0.096 0.116 .251**
Sig. (2-tailed) 0.032 0 0 0 0 0 0 0.001 0.004 0.008 0.195 0.116 0.001
N 186 186 186 186 186 186 186 186 186 186 186 186 186
BI3 Pearson
Correlation 0.109 .397**.417**.192**.448**.444**.361**.165* .204**.163* 0.067 0.09 .228**
Sig. (2-tailed) 0.139 0 0 0.009 0 0 0 0.024 0.005 0.026 0.361 0.222 0.002
N 186 186 186 186 186 186 186 186 186 186 186 186 186
137
likely to find Web 2.0 tools easy to use or perceive the usefulness Web 2.0 tools for teaching and learning.
Social influence has little correlation with technology knowledge and technology pedagogy knowledge.
Only the construct technology knowledge appears to have some significant correlation with facilitating conditions. This finding implies that the more facilitating conditions exist, the more likely for technology knowledge to increase.
The construct intention to use seem to correlate mostly with technology knowledge and PK. This finding implies that as technology knowledge and technology pedagogy knowledge increases, the intention to use technology increases as well.